Search results for ‘Subject term:"learning disabilities"’ Sort:
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Easy read Wales: definitions dictionary
- Author:
- LEARNING DISABILITY WALES
- Publisher:
- Learning Disability Wales
- Publication year:
- 2019
- Pagination:
- 94
- Place of publication:
- Cardiff
A definitions dictionary which can be used to help people write their own easy read information. It contains an A-Z of difficult words and jargon with an easy to understand definition. The dictionary has been developed by Easy Read Wales, the accessible information services at Learning Disability Wales. (Edited publisher abstract)
Bear next door
- Author:
- HUTCHINSON Gunn Strand
- Journal article citation:
- Community Care, 21.11.02, 2002, p.41.
- Publisher:
- Reed Business Information
Reports on how since Russian society began to open up in the 1990s, parents of children with learning difficulties have found valuable assistance in cross-border projects with Norway.
Mental health services for children and adolescents with learning disabilities: a review of research on experiences of service users and providers
- Authors:
- JACOBS Myrthe, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(3), 2016, p.225–232.
- Publisher:
- Wiley
Background: Children and young people with learning disabilities experience high rates of mental health problems. Methods: The present study reviewed the literature on mental health services for children with learning disabilities, to identify known models of service provision and what has been experienced as effective or challenging in providing good services. Results: Children with learning disabilities and their parents experience barriers accessing mental health services that are related to a lack of information and perceptions of services as being inadequate. Service providers identified a lack of resources as a barrier to meeting needs. Although positive experiences are also observed, many parents have found services to be inappropriate or overwhelming. Conclusion: Research linking population need to available resources, and service models to services users’ outcomes would be valuable to make clear recommendations on how mental health services can address the needs of this group more effectively. (Publisher abstract)
Meeting the needs of disabled children
- Author:
- SLOPER Tricia
- Publisher:
- Research in Practice
- Publication year:
- 2002
- Pagination:
- 8p.
- Place of publication:
- Dartington
This Briefing paper focuses on objective 6 of Quality Protects guidance which covers: arriving at a better picture of the numbers and circumstances of disabled children; to increase the number of children in receipt of family support services, short-term breaks and domiciliary care services; increase the number of children using play and leisure services, and to ensure parents and children have better access to information services. The Briefing summarises research evidence in each of these areas.
First impressions: emotional and practical support for families
- Authors:
- WILLIAMS Laura, DAVIES Jill
- Journal article citation:
- Llais, 76, Spring 2005, pp.6-8.
- Publisher:
- Learning Disability Wales
The research report 'First Impressions' from the Foundation for People with Learning Disabilities revealed that many families of children with learning disabilities are not getting the help, information and support they need. Speaking to families in different parts of England and Wales, the project explored the emotional needs of families from the time of their child's diagnosis until the age of five. This article summarises some of the findings.
Disability and the black community
- Editor:
- MILLER Sheila
- Publisher:
- Haworth Press
- Publication year:
- 2002
- Pagination:
- 239p.,bibliogs.
- Place of publication:
- Binghamton, NY
This book addresses physical, mental, and learning disabilities experienced across age, gender, and ethics groups by the black race in the United States. The book works to increase understanding and awareness of those working with the disabled by mobilizing advocates, providing alternatives for successful intervention and planning, and encouraging research in disability and rehabilitation. Topics addressed include:learning disabilities, academic achievements, and mental health issues of children health disparities and access to care, welfare reform, disability and race practice, and programme, and curriculum models
Paying the piper and calling the tune?: the relationship between parents and irect payments for people with intellectual disabilities
- Authors:
- WILLIAMS Val, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 16(3), September 2003, pp.219-228.
- Publisher:
- Wiley
The aim of this paper is to investigate the role parents are playing in direct payments provision for their son or daughter with intellectual disabilities. The paper draws on a UK-wide inclusive research project, carried out by researchers who were members of an organization of people with intellectual disabilities. The purpose of the project as a whole was to explore what support works best for people with intellectual disabilities to access direct payments provision in the UK, and one of the key supports for certain people was found to be parents and families. Drawing on interviews with 29 family carers, the researchers found that parents were often strong advocates of independence for their son or daughter, and only acted as barriers to direct payments when they did not have sufficient information. Parents were found to be playing significant roles as initiators, managers and supporters of direct payments for their son or daughter; however, these roles were matched by important gains in quality of life and relationships within the family. The paper considers the implications of the power balance between persons with intellectual disabilities, their parents and their staff. Direct payments can alter that balance radically, but it is still important to have a good, independent direct payments support scheme to enable the person with intellectual disabilities to be in control.
Tell all: a guide to inclusive communications
- Author:
- THOMAS Mark
- Publisher:
- Brasshouse
- Publication year:
- 2000
- Pagination:
- 86p., 2 CDs
- Place of publication:
- Birmingham
This resource offers practical guidance for educational establishments and other organisations on how to communicate clearly, be it on paper, by telephone, Internet, e-mail or sign language with disabled people.
Online learning and social exclusion
- Author:
- CLARKE Alan
- Publisher:
- National Organisation for Adult Learning
- Publication year:
- 2002
- Pagination:
- 96p.bibliog.
- Place of publication:
- Leicester
There is significant interest in the use of online learning approaches to reach non traditional learners and in particular; people who encounter substantial barriers in accessing learning. This book considers the nature of online learning and what needs to be done to realise the potential of online approaches.
Building the right support for children: learning lessons from the field work with parents, children and young people, commissioners and providers
- Author:
- ROBINSON Carol
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2017
- Pagination:
- 17
- Place of publication:
- Bath
Outlines learning from a consultation with commissioners, families, young people and providers to help inform the development of a pathway for children and young people with special educational needs/learning disabilities whose behaviours challenge. The pathway was designed to support Building the Right Support, with practical advice for commissioners. The consultation work was carried out in 4 areas across England face to face meetings or telephone interviews. The report also looks at what the project learnt about engaging with families and young people, and ways to ensure that people were able to put forward their views. Key themes emerging from the consultation showed that commissioners and family carers often had a different idea about the effectiveness of the provision to support children and young people. Families identified a lack of information about and access to support that did exist. This included information and access to services to help young people transition to adulthood, practical support for parents, and access to parenting courses. The report also lists what parents felt a good support service and their suggestions to improve services in their area. (Edited publisher abstract)